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با استناد به نامه شماره 68631 مورخ 1402/4/4 وزارت علوم، تحقیقات و فناوری در خصوص اهمیت ارجاعدهی درحفظ یکدستی و ارتقای کیفی نمایه سازی و تحلیل استنادی نشریات علمی، ضروری است که دستورالعمل ارجاع دهی که توسط موسسه استنادی علوم و پایش علم و فناوری جهان اسلام (ISC) تهیه وتنظیم شده است مورد بهره برداری و اجرای دقیق ارجاع دهی در مقالات قرار گیرد. (لطفا به قسمت راهنمای نویسندگان مراجعه شود).
با استناد به نامه شماره 308618/18/3 مورخ 1396/12/26 صادره از مدیر کل محترم دفتر سیاستگذاری و برنامه ریزی وزارت علوم، تحقیقات و فناوری، فصلنامه زبان و ترجمه دانشکده ادبیات فارسی و زبانهای خارجی دانشگاه آزاد اسلامی- واحد تهران جنوب، علمی وزارتین معرفی گردید.
هزینه ها
بر اساس آیین‌نامه دانشگاه آزاد اسلامی (که لینک آن در زیر آمده است)، تمامی نویسندگان ایرانی موظفند پس از ارسال مقاله خود مبلغ 1.5 میلیون ریال و پس از دریافت پذیرش، مبلغ 3.5 میلیون ریال اضافی پرداخت کنند که هر دو پرداخت غیرقابل استرداد است
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Open Access Article
1 - Web-Based Googling Techniques and Strategic-Interactive Writing Instruction: A Study of Deaf and Hearing-Impaired Students’ L2 Writing Performance
Asma Qoreishi Kolaqani Hossein Vahid Dastjerdi Hadi Salehi Omid TabatabaeiIssue 3 , Vol. 12 , Summer 2022This study investigated the impact of web-based instruction Googling techniques (GT) and strategic and interactive writing instruction (SIWI) on the L2 writing performance of deaf and hearing-impaired (DHI) Iranian learners. To this end, 60 Iranian male and female DHI s MoreThis study investigated the impact of web-based instruction Googling techniques (GT) and strategic and interactive writing instruction (SIWI) on the L2 writing performance of deaf and hearing-impaired (DHI) Iranian learners. To this end, 60 Iranian male and female DHI students at the elementary level participated in the study. The participants were divided into two experimental and control groups. The experimental group benefited from two particular instructional focuses of this study: GT and SIWI. In order to assess the effect of the treatment, a pre-test and post-test design was utilized and the obtained results were statistically analyzed. The findings revealed that online strategy-based instruction could positively affect the writing performance of Iranian DHI learners. The findings can have pedagogical implications for material practitioners, CALL package designers, and distance teaching planners to include strategy instruction in English courses for the DHI population. Manuscript profile -
Open Access Article
2 - Impact of class discussion feedback on the quality of extrovert and introvert language learners' written performance
Sahar Farrahi Avval Hassan Asadollahfam Bahram BehinIssue 2 , Vol. 13 , Spring 2023AbstractIn the present study, it was intended to investigate whether Iranian EFL learners with different personality types could benefit from corrective feedback(CF) or not. 317 EFL learners from 4 Institutes in Tabriz took the TOEFL test; 271 participants scored betwee MoreAbstractIn the present study, it was intended to investigate whether Iranian EFL learners with different personality types could benefit from corrective feedback(CF) or not. 317 EFL learners from 4 Institutes in Tabriz took the TOEFL test; 271 participants scored between 477 and 510; the scores of 164 of them fell between ±1SD; 34 of them agreed to participate in the study and were asked to deliver a 200-word composition. Their compositions were analyzed based on CAF (complexity, accuracy, and fluency). Afterward, they were asked to answer the questions relating to the Extroversion-Introversion dimension to investigate their level of introversion. Then the participants were provided different types of corrective feedback through 10 class discussion sessions. After passing this period, they were asked to deliver another 200-word composition. This final composition was analyzed based on CAF again. The result showed that the text quality of the introverted language learners did not differ significantly from the text quality of the extroverted language learners.Keywords: Iranian EFL learners, personality types, CF, class discussion Manuscript profile -
Open Access Article
3 - Validating a Motivation Theory Model among Iranian Kurdish and Azerbaijani EFL Learners Using Structural Equation Modeling Approach
Faran Rasoulian Fazlollah Samimi Shahram AfrazIssue 1 , Vol. 14 , Winter 2024This study intended to develop a model of motivating factors to learn English among Iranian Kurdish and Azerbaijani EFL learners. For this purpose, at first, an endeavor was made to discover motivation factors and validate a model. Therefore, in the qualitative phase, a MoreThis study intended to develop a model of motivating factors to learn English among Iranian Kurdish and Azerbaijani EFL learners. For this purpose, at first, an endeavor was made to discover motivation factors and validate a model. Therefore, in the qualitative phase, a semi-structured interview was done with 18 Azerbaijani interviewees (in the Azerbaijan University of Tabriz) and 18 Kurdish ones (in the Kurdistan University of Sanandaj) and 6 participants of focus group from each ethnic group to brainstorm their ideas. After discovering seven EFL motivating factors with 29 categories, a questionnaire was made which reflected the factors. In the quantitative phase, the 80-item questionnaire underwent an exploratory factor analysis to test validity, and after the confirmation of its validity and reliability through a pilot study with 234 participants, the questionnaire was distributed among 320 EFL participants. To corroborate the validity of the proposed model, Structural Equation Modeling (SEM) analysis was used with LISREL 8.8. Eventually, confirmatory factor analysis was run and the model of motivating factors was developed with three factors related more to Azerbaijani students leading to integrative motivation and four for Kurdish students making instrumental motivation. The emerged model is helpful for policymakers of education and teachers caring about better English instruction. Manuscript profile -
Open Access Article
4 - Translation Strategies in English to Persian Translation of Children's Literature based on Klingberg's Model
Alireza BahremandIssue 3 , Vol. 10 , Summer 2020This research sought to identify the translation strategies adopted by the translator in Persian translation of 'whatever after, Fairest of all' written by 'Sarah Mlynowski' based on Klingberg's model (1986). To achieve the objectives of the study, a qualitative content MoreThis research sought to identify the translation strategies adopted by the translator in Persian translation of 'whatever after, Fairest of all' written by 'Sarah Mlynowski' based on Klingberg's model (1986). To achieve the objectives of the study, a qualitative content analysis design was selected for it. The corpus of the study consisted of 60 pages of the novel 'whatever after, Fairest of all' written by 'Sarah Mlynowski' and its Persian translation by Sara Farazi (2019). This work was representative of children's literature. The pages were randomly selected as the corpus of the study. For data collection purposes, after the selec- tion of the English novel and its Persian translation, the researcher and an expert in translation qualitative- ly analyzed the English texts and translations to identify the strategies used in the Persian translations of the selected pages. They did this by comparing the English and Persian texts based on Klingberg‟s model (1986). Finally, they identified the most frequent translation strategy used in the English to Persian trans- lation of the novel by calculating the frequency and percentages of the identified translation strategies. Having analyzed the data, the researcher found that the following strategies were used in the Persian translation of “Whatever after, Fairest of all” written by 'Sarah Mlynowski' based on Klingberg‟s model (1986): added explanation, deletion, localization, and substitution. Moreover, it was found that the most frequent strategy used in the Persian translation of 'whatever after, Fairest of all' written by 'Sarah Mly- nowski' based on Klingberg‟s model (1986) was substitution. The main implication of the study is that translators use different strategies when translating children's literature, as an attempt to convey the cor- rect meaning of the source text through adapting source culture with target culture. Manuscript profile -
Open Access Article
5 - Looking into the Paper vs. Computer Mode of the IELTS Academic Writing Module
مهدی دست پاک Mohammad Javad Riasati Ehsan HadipourfardIssue 4 , Vol. 11 , Autumn 2021The current study investigated whether EFL learners performed differently in the paper and computer modes of the IELTS academic writing module in terms of task response/achievement, coherence/cohesion, lexical resource, and grammatical range and accuracy. In addition, i MoreThe current study investigated whether EFL learners performed differently in the paper and computer modes of the IELTS academic writing module in terms of task response/achievement, coherence/cohesion, lexical resource, and grammatical range and accuracy. In addition, it explored whether the candidates’ computer familiarity was different in paper and computer mode groups. To this end, 108 candidates were selected out of 144 based on the Oxford Placement Test (OPT) results in the University of Tehran, Iran. To gather the data, a retired IELTS academic writing sample and a computer familiarity questionnaire were administered. The participants were divided into two equal groups. In the Paper Mode (PM) group, the students were given the test to write in the conventional paper mode. In the other Computer Mode (CM) group, the students were given the same test but were asked to type the test in the computer provided for them in their class. Also, all the participants took the computer familiarity questionnaire. The gathered data were analyzed and the findings revealed significant differences between paper-based and computer-based modes in both writing tasks. Moreover, the questionnaire analysis showed the impact of the candidates’ computer familiarity on their writing performance. Manuscript profile -
Open Access Article
6 - Assessing the Performance Quality of Google Translate in Translating English and Persian Newspaper Texts Based on the MQM-DQF Model
Zahra Foradi Jalilollah Faroughi Mohammad Reza Rezaeian DeloueiIssue 4 , Vol. 12 , Autumn 2022The use of machine translation to communicate and access information has become increasingly common. Various translation software and systems appear on the Internet to enable interlingual communication. Accelerating translation and reducing its cost are other factors in MoreThe use of machine translation to communicate and access information has become increasingly common. Various translation software and systems appear on the Internet to enable interlingual communication. Accelerating translation and reducing its cost are other factors in the increasing popularity of machine translation. Even if the quality of this type of translation is lower than human translation, it is still significant in many ways. The MQM-DQF model provides standards of error typology for objective and quantitative assessment of translation quality. In this model, two criteria (accuracy and fluency) are used to assess machine translation quality. The MQM-DQF model was used in this study to assess the quality of Google Translate performance in translating English and Persian newspaper texts. Five texts from Persian newspapers and five texts from English newspapers were randomly selected and translated by Google Translate both at the sentence level and the whole text. The translated texts were assessed based on the MQM-DQF model. Translation errors were identified and coded at three severity levels: critical, major, and minor errors. By counting the errors and scoring them, the percentage of accuracy and fluency criteria in each of the translated texts was calculated. The results showed that Google Translate performs better in translating texts from Persian into English; furthermore, in sentence-level translation, it performs better than the translation of the whole text. Moreover, translations of different newspaper texts (economic, cultural, sports, political, and scientific) were not of the same quality. Manuscript profile -
Open Access Article
7 - Developing General Persian Course Planning Components and Their Case Evaluation
Samira Sheikh Alia Lavasani Alireza Salehi Mohammad NourianIssue 1 , Vol. 14 , Winter 2024General Persian is one of the main subjects in the educational program of Iran's universities and higher education institutions. The general Persian course plays a significant role in raising students' linguistic, literary, and cognitive abilities. For this reason, all MoreGeneral Persian is one of the main subjects in the educational program of Iran's universities and higher education institutions. The general Persian course plays a significant role in raising students' linguistic, literary, and cognitive abilities. For this reason, all students in different fields of study must pass this course and acquire the necessary skills within the framework of its teachings. Research shows that almost a thousand general Persian textbook books have already been written and taught in various universities. Considering the importance of the general Persian course and its effect on students' linguistic and literary skills, there is no indication for writing a comprehensive general Persian book yet, and most of the authors have written books out of their taste. In the present study, while identifying the need for writing a unique general Persian book based on the principles of lesson planning, ten books used in Tehran universities were examined and evaluated. The findings revealed that most of the previously prepared books do not have the essential prerequisites of curriculum planning. Manuscript profile -
Open Access Article
8 - EFL Translation Students' Perspective toward Using Bilingual Dictionary in Translation of Polysemous Words
Valeh Jalali Neda Fatehi RadIssue 4 , Vol. 10 , Autumn 2020This research presented the use of bilingual dictionary and addressed the EFL translation students' points of view on the use of bilingual dictionary in translating polysemous words (English to Persian). Moreo- ver, it aimed at finding the possible relationship between MoreThis research presented the use of bilingual dictionary and addressed the EFL translation students' points of view on the use of bilingual dictionary in translating polysemous words (English to Persian). Moreo- ver, it aimed at finding the possible relationship between the effect of using bilingual dictionary by stu- dents in translating polysemous words and their achieved scores. In the study 30 translation students of both genders were opted based on convenience sampling. Questionnaire and translation tests were two instruments which were employed in this study. At first, MA students were asked to translate 20 sen- tences including polysemous words by use of monolingual dictionary. After that, the second test with the same procedures were administered to the same students. However, they were allowed to use bilingual dictionary. Then, the questionnaires were distributed to them and the participants have filled them care- fully without any time limitation. At the end, all the data was gathered and analyzed. The results of this study indicated that the use of bilingual dictionary had a positive impact on the participants' performance in translating polysemous words, also they had positive perspective on the use of bilingual dictionary in translating polysemous words. Manuscript profile -
Open Access Article
9 - Effect of Scaffolded Differentiation Strategies on Inferential Reading Comprehension and Receptive Vocabulary Improvement of Intermediate Students
Masood Hasani Ahmad Mohseni Bahram MowlaieIssue 1 , Vol. 14 , Winter 2024This study tried to examine the effect of using scaffolded differentiation strategies on reading comprehension and vocabulary improvement of intermediate students. The effect of using scaffolded differentiation strategies on the reading strategy use of the intermediate MoreThis study tried to examine the effect of using scaffolded differentiation strategies on reading comprehension and vocabulary improvement of intermediate students. The effect of using scaffolded differentiation strategies on the reading strategy use of the intermediate students was also checked. The researcher selected 40 EFL learners with intermediate levels. They were mixed learners from the institutes in Tehran. Nelson proficiency test, screening test, diagnostic test, progress monitoring test, outcome test, and a close-ended questionnaire were used in the study. For the quantitative part, the selected students were randomly divided into four groups. Two were experimental groups and the rest were control ones. Each group consisted of 10 students. There were 15 sessions for the treatment. In the Experimental group the instructor used scaffolded differentiating strategies for improving the reading comprehension of the students and in the control group the teachers used ordinary methods. A test that subdivides the broad area into specific skills, in this case, inferential comprehension and receptive vocabulary was administered before and after the intervention. The questions were constructed in the related course of study. The result of the post-test showed that ‘Inferential reading’ and ‘Receptive vocabulary’ of the experimental group were noticeably greater than those of the control one. Data for the qualitative part was collected through the reading strategy inventory of MARSI (Mokhtari & Reichard, 2002). The reading strategy inventory was administered to 20 participants before the instruction and the instruction started, and after the instruction it was administered again. It consisted of 30 items that measured three factors: Global Reading Strategies (13 items), Problem-Solving Strategies (8 items), and Support Reading Strategies (9 items). The result of the posttest showed that the mean scores for the two subscales of ‘Global’ and ‘Supportive’ in the experimental group were noticeably greater than the mean scores in the control group but not for the other subscales of ‘Problem-solving’. Manuscript profile -
Open Access Article
10 - Investigating Guided Discovery Learning and Personality Traits; Focusing on Speaking Confidence
Leili Darakhani Peyman RajabiIssue 4 , Vol. 13 , Autumn 2023This research study aimed to discover the relationships between guided discovery learning (GDL),personality traits, and creating self-confidence in speaking confidence among Iranian EFL learners.For this purpose, 60 participants out of 150 were chosen through convenienc MoreThis research study aimed to discover the relationships between guided discovery learning (GDL),personality traits, and creating self-confidence in speaking confidence among Iranian EFL learners.For this purpose, 60 participants out of 150 were chosen through convenience random sampling fromtwo language schools in Tehran, Iran. They were assigned to experimental and control groups. Theteaching techniques of the experimental group were managed by the guided discovery method toestablish speaking confidence. Also, the ordinary technique was used to teach the control group. Aftercompleting a set of five-session treatments, the posttest on the speaking test was conducted.Questionnaires were then distributed among the participants within the allotted time. Finally, theresults obtained from the tests and the scales were gathered and analyzed through multiple regression.The findings revealed statistically significant differences in three variables in terms of speakingconfidence. Based on these results, the effectiveness of variables was ranked as follows: guided discoverylearning, personality traits, and self-confidence in speaking, in the order of their appearance. Moreover, theresults indicated that among the personality traits ‘extraversion’ made a significant contribution toIranian EFL learners’ self-confidence. Manuscript profile
